



Class Mj- 
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19/8 



-3029»-l GPO 



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THE BRITISH EDUCATIONAL MISSION TO 
THE UNITED STATES 

OCTOBER— DECEMBER, 1918. 



SUPPLEMENTARY REPORT 



ON 



WOMEN'S 
UNIVERSITY EDUCATION 



Transfer 
*"■ *& T949 



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>4> 









REPORT 



WOMEN'S UNIVERSITY EDUCATION IN 
THE UNITED STATES. 

Owing to war conditions, it was possible for the members of the 
Mission to see the women's side of University Education in more normal 
conditions than that of men, to attend lectures and classes and talk to the 
students; for this reason, and also because it has certain problems of its 
own, Miss Sidgwick and 1 had decided to append a short report on our 
impressions of our visit and of University Education in America, more 
especially as it affects women. I am, unhappily, now deprived of her invalu- 
able assistance, and, as we had not discussed the Report or put anything 
down on paper, I can only occasionally indicate any specific views as being 
hers, although I know that our impressions and conclusions were to a large 
extent similar and that we agreed on many fundamental points. 

The list of co-educational Universities and Women's Colleges we visited 
will be found on pages 11 and 12 of the main Report. In this supplementary 
Report will be described the general impression we gained of American 
College education for women, as well as some characteristics of the teaching. 
This will be followed by a statement of views and problems connected with 
the interchange of women students and teachers, ending with a brief sum- 
mary and some recommendations. 

1. GENERAL IMPRESSIONS. 

The general impression of American College education made upon an 
English visitor really resolves itself into an impression of the chief ways in 
which it differs from that in England. Some of these have already been 
detailed in the main Report, but it may be useful to emphasise here a few 
which specially affect women. These may, for convenience, be divided into 
(a) Facts ; (b) Atmosphere. 

(a) FACTS, 
(i.) Various types of Institutions for the higher education of 
Women. 
There are, in America, three classes of institutions for Women's 
University Work. 

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(1) Women's Colleges : independent, privately endowed institutions, which 
have grown up gradually to meet the needs of women's education. Such 
are Vassar, Smith, Mount Holyoke, Weliesley, or Bryn Mawr. With the 
exception of Bryn Mawr, the main work of these Colleges is to prepare 
students by means of a four years' course for the Bachelor's Degree, which 
is conferred by the College, and little or no post-graduate work is done. 

(2) Women's Colleges which are a graft on men's Colleges and are affili- 
ated to a University. Such are Barnard College, Columbia University, or 
Radcliffe College, Harvard. In some cases these Women's Colleges are self- 
governing, and have a separate staff with a system of interchange of lecturers, 
such as obtains between Barnard and Columbia ; or, as at Badcliffe, the 
teaching is done entirely by the staff of the affiliated University. 

Many of the older Universities in the East, however, such as Harvard, 
Yale, Columbia, and the University of Pennsylvania, while excluding women 
from their undergraduate departments, admit them freely to their graduate 
schools, and where there is no women's College, as at Yale, the graduate 
women students live in a hostel of their own. 

(3) The great co-educational Universities in the West and Middle West, 
where nearly all Colleges and Universities are open in all departments to 
women on the same terms as to men. Some of these are endowed Univer- 
sities, such as Chicago or North-Wesfcern, but, on the whole, the great State 
Universities carry out this system most fully and with the greatest measure of 
success, such, for instance, as the Universities of Michigan and Wisconsin. 

(ii.) Distinction or cleavage between graduate or undergraduate 

JVORK. 

(iii.) Tendency to carry out a University course at two different 
Institutions. 

These last two points are really interdependent, and they appear to I" 
the outcome of a recognition of two different alms in education : 

]. A general education for all men and women up to the standard <>r a 
1 bachelor's degree. 

•_'. A professional or expert education. 

The College — whether it be a small separate institution or the under- 
graduate school of a great University — prepares students, broadh Bpeaking, 
only lor the first degree. Whereas a University, in addition u> ;) collegiate 

4 



department, includes a large number of professional schools, such as law. 
medicine, theology ; or, in recent times, commerce, household science or 
journalism, and it prepares for and grants higher degrees. 

So that a woman who had graduated — say at Vassar or at Wellesley — and 
who then wished to qualify herself professionally as a scholar, teacher, or 
expert in some special calling, would very probably go on to Columbia or 
Yale or Chicago to qualify for her doctorate. Or, if she had done her under- 
graduate work at a great co-educational University, such as Michigan or 
Wisconsin, she would get an entirely different type of experience in working 
for her higher degree in a small Eastern Women's College, such as Bryn 
Mawr. The change involved of surroundings and teachers and the conse- 
quent widening of experience has much to recommend it. 

This difference between general and professional education specially 
affects women, because, as a result, a large number of American girls go to 
College as a matter of course and quite apart from any special calling for a 
scholar's life or a professional career. Hence a considerable proportion of 
American girls of the leisured and wealthy classes are getting the benefit of 
a College education, and consequently have better mental training and are 
more fitted to take a part in public work than the similar class of English 
girl, who, even yet, as a rule only receives an amateur and unsystematic 
education. The contrast is very marked between this system and that at 
Oxford and Cambridge, where there is only space for a very small number 
of women, who are consequently restricted to those who intend to read for 
an Honours Degree, and it emphasises how different are the facilities and 
possibilities for University life and training not only for the Englishwoman 
of average ability as compared with the average Englishman, but for the 
English woman as compared with the American woman. 

Cb) ATMOSPHERE. 

(i.) A SENSE OF SPACE AND OF FXTAPPED RESOURCES, MORE ESPECEALLY 

ix the West. 
The sense of amplitude of space, both in buildings and ground^, is very 
noticeable to the English visitor ; the size and beauty of the campus grounds 
at such Colleges as Vassar (1.000 acres' or Wellesley; or the beauty of 
surroundings and vast spaces at such a University as Wisconsin, situated as 
it is on rising ground in an old forest sloping down to the edge of four 
beautiful lakes. The size and dignity of the University and College build- 
ings, the lecture rooms and great libraries and their equipment have already 
been noticed in the main Report, but especially remarkable are the magnifi- 
cent buildings everywhere for students' activities, and these are to be found 

5 



in the women's Colleges just as much as in those for men. They are really 
students' club houses, containing reception-rooms, reading-rooms, work- 
rooms, committee-rooms, tearooms, a theatre, a lecture hall: and -<>i 1 1< t i 1 1 1 s 
as well the various athletic activities are centred there — the gymnasium, 
swimming pool, howling alley, and so on. They add immensely to tli^ 
possibilities and development of social life and give it dignity ami stability. 

(ii.) A SENSE OF FREEDOM. 

The sense of freedom is very definite, particularly in the co-educational 
Universities, where the free natural intercourse of the men and women 
students is very pleasant to see ; and we were assured by the University 
officials that it was most satisfactory in its working. Certainly here an 
excellent free discipline appears to 'be carried to brave and logical lengths 
which is very refreshing. 

The system of student self-government among the women adds to this 
sense of freedom. The self-government Associations in Women's Colleges, 
and among the women students at the co-educational Universities, are 
organised bodies formed from the students (all of whom are members of the 
Association) who are responsible for the management of all matters — other 
than academic — concerning the conduct and social life of the students. 

Owing to the free social intercourse at co-educational Universities, and 
also owing to the fact that large numbers of American girls go to college 
because it is fashionable or because the life is pleasant, and not exclusively 
as in earlier days because they are eager students or desire a professional 
training, there is in America a greater need than with us of this system of 
discipline imposed from within by the public opinion of the students 
themselves. 

These student self-governing bodies regulate all questions of house 
custom or rules for residents, closing hours, study or quiet hours, arrange- 
ments for visitors, evening engagements and permission for and notification 
of these; they organise the junior advisor system, by means of which one 
or two " Freshman" girls are handed over to the care of a junior student 
(not a senior, for they already are sufficiently burdened with work and other 
offices) for advice and guidance; and they interest themselves in and as-isr 
in organising other activities, such as vocational conferences, which are held 
from time to time to discuss openings and opportunities for women in 
occupations other than teaching. Tt would undoubtedly appear that this 
system not only creates a feeling of considerable freedom, but that it also 
develops a sense of responsibility and self-control, strengthens independent 
social life and affords much training in organisation and tact, 

~ 6 



It may partly be this system of self-government, together with the 
national character and temperament, which results in what very specially 
impressed both Miss Sidgwick and myself — the charming manners of the 
Amercan College girl. She makes the most perfect of hosts, entirely free 
from self-coDSciousness, and concerned only in assuring the comfort and well- 
being of hei- guests, showing them every courtesy and giving them every 
kind of information in her power. That this result is not wholly fortuitous, 
but is definitely aimed at by the authorities appears to be suggested by the 
fact that one of the subjects of discussion at the Conference of Deans at the 
general meeting of the Association of Collegiate Alumnse in 1917 was " The 
responsibility of the College for elevating social standards and cultivating 
good manners." 

(lii.) A SENSE OF PHYSICAL WELL-BEING AND OF EVERY ENCOURAGEMENT FOR IT. 

This last, peculiarly important for women, very markedly differentiates 
American Colleges and Universities from those in England. In English 
Universities the physical well-being of men has — according to the standards 
of the time — always taken a foremost place, but with regard to women we 
are deplorably retrograde. 

The comfort, spaciousness and hygiene within doors, the charming 
students' rooms, committee rooms, sitting-rooms, the large gymnasiums and 
swimming baths, the ample and even luxurious washing accommodation, 
the labour-saving appliances, the good and well-cooked food, the outdoor 
space, the beautiful grounds in which most of the Colleges are placed, the 
woods and lakes, the arrangements for games and sports, aided, of course, 
by the climate, all these profoundly impress the English visitor, who is 
continually forced into comparison with the conditions for women university 
students at home. 

We pride ourselves on our classical scholarship* and our attitude towards a 
knowledge of Greek, to be valued chiefly as the key to a knowledge of Greek 
life and ideals, yet. as regards women, we seem largely to have forgotten 
the place played in Athenian education by physical development and well- 
being. This is not so in America, where an all-round development, physical 
and social, as well as intellectual, is definitely aimed at. 

(iv.) A SENSE OF REAL DEMOCRACY IN THE ATMOSPHERE. 

This is very striking, more especially in the great co-educational 
Universities of the West and Middle West. One finds in these State 
Universities a combination of high standards of physical life, together with 
a simple acceptance of the need on the part of some members of the com- 
rannity to earn their College fees bv anv kind of honest work. 



For example, at the University of Michigan, the chief women's 
dormitory is a remarkably beautiful and comfortable building, with dignified 
and handsome dining-hall and reception rooms, magnificently decorated and 

panelled in oak, charming students' rooms and guest-rooms, with every kind 
of comfort and equipment, far beyond anything to be found in our beat 
women's Colleges at home ; yet the dormitory is entirely run by those of the 
students who have to work their way through College. They keep it clean, 
and wait at table, and do it extremely well. There is no thought of any 
class distinction or of looking down on the students who d<> this; on the 
contrary, they are respected for it. Another example of the same spirit may 
be quoted in the beautiful and luxurious students' Al amine House at Mount 
Holyoke, the money for which was entirely subscribed by old students, who 
are not at all a wealthy body, and who did every kind of work in order to 
raise the necessary sum, from boot-cleaning upwards. 

It is a significant fact that in America men and women who arc totally 
without means aspire to a University education, and the whole ques- 
tion of the custom of and facilities for women working their way through 
college is an interesting one. The provision of work for such students as 
desire it is, in a co-educational University, one of the duties of the Dean of 
Women, who advises and arranges for this. The most usual work done by 
women students is household work and waiting at table, looking after 
children in the afternoon and evening, stenography and typing, filing and 
other office work, library assistance, tutoring and acting as agents for com- 
mercial firms. In 1913-1914 of the 1,200 women at the University of 
Wisconsin, seventy-five were working their way wholly or in part. 

The University fees, of course, as compared with those in England, arc 
small. In Wisconsin tuition is free to residents; to non-resid.mts it is $100 
(£20) a year, while in a co-operative dormitory a girl may live comfortably 
for $150 (£30) a year; or she may live with a family in the University town, 
giving in return so many hours a week of household service. At Michigan 
yearly tuition fees are $12 (£8 8s.) to residents and $52 (£10 8s.) to non- 
residents, and board and lodging can be had from $5 (£1) a week. The 
tuition fees in endowed and women's Colleges are somewhat higher. $200 
(£40) a year seems a u>ual sum, while board and residence brings expenses 
up to about $000 (£120). 

Cv.) A REVERENCE FOR EDUCATION, A DESIRE FOB IT \M> BELIEF IX IT- HENCB 
A REATUXKSS TO SPEND MONET ON IT. 

The vast sums of money freely spent, both by the State and private 
individuals, on University Education in America creates envy in the mind 
of any English man or woman who cares for and believes in education. 
There is behind this expenditure an enthusiasm and idealism which is 



refreshing and invigorating, which can lx- felt in many way?, as, for instance, 

in the avowed aims and aspirations of the richly endowed and quickly 
growing Rice Institute at Houston. Women have specially benefited by this 
liberality for educational purposes, and it can scarcely be realised by those 
who have not recently visited America what magnificent buildings and 
equipment have been provided for them in the last few years., in many ca^e* 
within the last five or ten years. These have been given by private donor?, 
either men or women interested in women's education, or old student- of 
the College or University, or those who wish to build a memorial to a farmer 
woman student. Such are the great buildings of Barnard College in Xew 
York, the magnificent Students' Hall for instance, built in 1917: or the 
Women's Halls at Chicago, and more especially the beautiful Ida Noyes Hall, 
which is a group of buildings ('costing nearly £100,000) entirely devoted to 
the social life and activities of the women students. 

This liberality, whereby women have been enabled to enjoy, as a right 
and heritage, higher education amid dignified surroundings, reacts naturally 
and favourably upon them, giving them that independence of outlook and 
confidence without need for self-assertion which is characteristic of the 
American College woman. 



2. SOME CHARACTERISTICS OF THE TEACHING. 

It would be impossible, and indeed impertinent, to offer any considered 

reflections on the teaching based on the small amount we were able to see 
in such a rapid survey. There were, however, certain facts which struck us, 
or impressions we received, which it may be of some value to record. 

As regards the standard of work done, speaking generally, it would seem 
that American women, on the whole, go to College rather younger than with 
us (16 or 17 instead of 18 or 19), and that therefore the first two years of 
College work is rather more comparable with advanced school work than 
with our University work. The last two years are probably about the same 
as that required for a Pass Degree with us. 

There is no system of Honours Courses and degrees; therefore, inde- 
pendent and advanced work of the type done by our students for these is more 
likely to be found in the post-graduate curriculum in American Universities : 
but this again, in some ways, seems to go beyond our Honours degree work, 
and approximates often to that required for the M.A. in London or pro- 
vincial Universities, or, in certain cases, for the Doctorate. 

On the whole, the impression received was that American students are 
left somewhat less to their own initiative than with us: their work and 

9 



reading is more rigidly planned and, owing to the sessional examinations on 
courses of lectures attended, more definitely disposed of. There does not 
seem to be quite so much encouragement of or facility for individual and 
independent growth ; so that graduates of average ability coming from an 
American University to work for an Honours School or Tripos at Oxford 
or Cambridge might at first find themselves considerably at sea. and curiously 
undirected. On the other hand, many of the methods of teaching appeared 
to be lively and original, making considerable demands on the powers and 
personality of the teacher, and keeping the mind and attention of the student 
alert and adaptable. The teaching is not so exclusively done by lectures as 
with us; and we were specially interested in the system of recitations, semi- 
naries, quiz, inverted quiz, and research examinations. 

Recitation classes seem to be the most usual form of teaching. In 
these a problem or topic is selected, which the students prepare, and so 
are able to sustain their part in the discussion which is held between 
them and the teacher, but guided and directed by the latter. Semi- 
naries are a more formal type of the same method in which two or 
three students prepare and bring with them written work, which they read 
and discuss. Quizzing is practically oral or written questioning of 
the students by the teacher, whereas in the inverted quiz it is the students 
who set the problems or put the questions. One method of doing this is 
when, at the close of a course of lectures, the students bring their note- 
books and ask the lecturer questions on any points which are obscure to them, 
or any links which they have missed or additional information bhey desire. 

A research examination is one in which the students are given one or 
two or three problems which are of the nature of a small piece of research, 
and they are allowed a week, with full access to libraries, to see what they 
can make of these, presenting the result in written form. 

As regards subjects taught, there is among the newer and special subjects 
much more variety than in England (see main Report, page 15), in some cases 
going outside what we consider academic or within the scope of a Universitj . 
and belonging rather to a Polytechnic or technical school. 

The difference in attitude is well exemplified in the recent establishment 
of schools of Journalism in some of the Universities. The English view 
would he that in order to be a good journalist a knowledge of history, politics, 
economics, and literature is needed, together with a trained power of writing 
English; or, in other words, that an all-round training and culture of the 
mind is the best preparation for this BpeciaJ vocation : whereas the American 
view would rather be that Journalism is an expert profession for which a 
specialised training is desirable. We were interested, however, to find, 
in spite of the strong general tendency towards vocational schools, that it was 

10 



the English view which obtained at the great State University of Wisconsin, 
as expressed by the late President Van Hise. 

In connection with vocational training it may be noted that in addition 
to the inclusion of many vocational departments in a University there is 
also in America a very definite and organised effort to give information to 
women students and to guide them in the choice of careers other than 
teaching. 

Instances of how this is done are : — 

(1) By vocational conferences at the Universities. 

(2) By the periodical visits of a " vocational " expert to the Women's 

Colleges. 

(3) By the publication of a bulletin, such as that issued by Wellesley 

College, in which information is given as to the requisite training 
for some 200 different occupations, and the most suitable preliminary 
College courses are in each case suggested. 

'There are two subjects in especial which are rather a feature of the 
women's work, and seemed to us worth attention. 

One of these rHome Economics or Home Science, we have already 
established in London as a diploma course. But any student or teacher 
interested in it might profitably study the provision made for it, for example, 
in the University of Wisconsin, where a large and flourishing department 
exists, magnificently housed and equipped with a staff of twenty-eight Pro- 
fessors and' Instructors, laboratories for applied work and dietetics, a practice 
kitchen and cottage for practical housekeeping, as well as a model farm- 
house, which is in course of construction. 

The purpose of the course is to give a general knowledge of the sub- 
ject for use in the home, to train teachers and research workers ; and in addi- 
tion to prepare students for other vocations, such as dietitians in hospitals, 
managers of institutions and directors of salesmanship in large shops, state 
demonstration agents for work in cities and rural districts to give aid in 
problems of food production and health generally, house decorators, expert 
buyers, sanitary inspectors and journalists or specialist writers and advisers 
on food, clothing and housing problems. 

The second subject is that of Eine Arts, which we do not. as a rule. 
look upon as part of a University course. When the provision made for this 
study at such Colleges as Wellesley and Bryn NTawr is investigated, one is 
led to think that some similar training, under expert guidance, in the history 
and principles of painting, architecture, decoration and sculpture 
as in the study of facsimile reproduction- r,( the drawings of great a 
would be peculiarly valuable for women at onr English Universr 



3. VIEWS AND PROBLEMS IN CONNECTION WITH 
THE INTERCHANGE OF WOMEN STUDENTS 
AND TEACHERS. 

This interchange, much to be desired for both men and women, is on 
the whole more important for women than for men, and especially for 
Englishwomen of the professional and teaching class. Men, owing to then- 
work as soldiers, sailors, engineers, administrators and so on, have naturally 
more opportunity for travel than women. Yet women, owing to the very 
fact that they are perhaps less adventurous in spirit, more restricted to the 
home atmosphere and more absorbed in detail, have peculiar need of the 
broadening and widening experience of travel and of life in countries other 
than their own. It is important for them, and extremely educative, to see 
life at a different angle, to come up against different social problems from 
those at home, and to make acquaintances and friends among the men and 
women of a different nationality. It would be difficult to imagine many 
experiences more stimulating or educative for a woman graduate of one of 
our provincial Universities, who is going to make teaching her profession, 
than to go out for a year to one of the great American co-educational 
Universities of the West or Middle West, either to do advanced work under 
a selected teacher, or as a junior teacher in her own subject . 

The possibility of sending out selected Training College students for 
their second or third year to Colleges like Vassar, Mount Holyoke, or Smith, 
was one which occurred to Miss Sidgwick and much appealed to her. The 
free discipline, glorious surroundings, and opportunities for physical develop- 
ment, as well as the enlarged experience, would be peculiarly valuable to 
these students, and would tend to raise their standard as to the conditions 
under which educational work should be carried on. 

There is a very general desire among American women students to come 
to England, and from an international point of view it is important that we 
on our side should as speedily as possible do all we can to facilitate this. tt 
is felt, however, that as regards women there are certain difficulties and 
restrictions, especially at our older Universities . which have a discouraging 
effect, and more especially the fact that at Oxford and Cambridge no woman 
can qualify for a degree. It may be useful in this connection to record here 
certain resolutions which were adopted at the Conference at which Miss 
Sidgwick and I were present, held at Radcliffe College on December 6th, 
1918, in connection with the Meeting of the Association of American 
Universities and under the auspices of the Committee on war service train- 
ing for Women College Students of the American Council on Education ami 
the Committee on International Relation* of tie- Association of Collegiate 



Alumnae. There were present at this Conference a large number of the heads 
of Women's Colleges and of the Deans of Women of the chief eastern 
Universities. 

It was there resolved — 

(1) That it is the sense of this meeting that it is highly desirable that 
free access to all possible graduate opportunities in instruction 
and research in Great Britain be offered to American women 
students, and that proper facilities to give due publicity to these 
be secured. 
2 That it is the sense of this meeting that as far as degrees in British 
Universities are open to American students, they should be open 
to women as well as to men. 

(3) That it is the sense of this meeting that English Universities should 

not be asked to modify their degrees with special reference to 
American students. 

(4) That the meeting approve as a good plan for additional scholar- 

ships between British and American Universities, that one, 
according to which the country from which the student comes, 
should supply the money stipend, and the country receiving her 
should supply free board and tuition. 

(5) That it is the sense of this meeting that all steps taken in the estab- 

lishment and maintenance of an Institute of International Educa- 
tion should contemplate representation of Women's Colleges in 
the committee of control. 

Our experience was that there is in America a general desire to know 
what specific policies — to quote President Butler — "' should be instituted or 
developed in order to attract advanced women students from Great Britain 
to American Universities, or make it desirable for advanced women students 
from America to go to British Universities : how and by what authority such 
students may best be chosen ; what amount of stated supervision and over- 
sight they should have during their study in a foreign country, and how these 
should be provided; and what are the subjects or fields of activity in which 
most interest is likely to be developed and in which the greatest service can 
be rendered in multiplying and strengthening the relations between the 
British and the American peoples." 

The study and elucidation of the<e and kindred problems would be 
part of the work of the Gonmiittee or Institute which in the main Report 
we recommend should be established for facilitating the interchange of 
students and teachers. 

*3 



4. SUMMARY AND RECOMMENDATIONS. 

As regards women, in addition to the advantages of an international 
kind already pointed out, we in England will be helped towards a higher 
standard of women's academic needs, we can study the results of a freer 
system of co-education and social intercourse than we have as yet achieved, 
and we can gain much general inspiration by Bending over <>ur students and 
teachers to see for themselves the provision and the opportunities which 
America offers to women. 

It is clear that as regards higher education our two countries have much 
to learn from each other, and chiefly for this reason. It would Beem that 
England and America have by force of circumstances been constrained to 
attack the problem of University education from opposite ends. In England 
it has been essentially aristocratic, slow of growth and conservative, pro- 
viding facilities for the favoured few only, and carrying the work dorm , 
at its best, to a very high degree of finish ai\d perfection. In America lli" 
needs of a large democracy, both men and women, with an insistent desin 
for education, have had to be provided for very rapidly. This has resulted 
in the establishment and equipment of vast Universities on a scale undreamt 
of here, and also in the evolution of social organisation and student self- 
government of a high order. The time is rapidly approaching when we also 
will 'be called upon to meet the educational needs of a large democracy , and 
we may learn much from what has been so admirably done in this respect 
overseas; while America, on her part, will perhaps benefit from the tradition 
and accumulated experience of centuries of scholarship centred at our old 
Universities, and from them radiating throughout the country. 

With a view therefore to facilitate this interchange, especially as regards 
women, I beg to add the following recommendations to those already made 
in the main Keport : — 

1. — ^Recommendations to h.m. government. 

(a) That pressure be put on the Universities of Oxford and Cambridge 
to open their degrees to women, as this has now become a matter 
of international as well as of national importance. 

('b) That a small grant be made to the Committee on University inter- 
change of Women Students which has been already established 
to promote University interchange and Scholarships for Women 
of the Empire and the United States. This would enable the 
Committee to start its work effectively and give it the sanction of 
Government approval. 

14 



Recommendations to the universities of geeat beitain and ieeland. 

(a) That in the establishment and maintenance of any Committee or 

Institute to deal with International Education there should be 
representation of Women's Colleges on the committee of control. 

(b) That among the staff of any such Committee or Institute there should 

be a woman official as assistant to the Director. 

CAROLINE F. E. SPURGEOX. 



'* 



MRRAR^OFCONGRESS 

019 630 076 4 



